在感知学习中的偏见.
Madeleine Ransom1, Robert L Goldstone2,3
1Department of Economics, Philosophy, and Political Science, University of British Columbia, Kelowna, British Columbia, Canada.
Wiley interdisciplinary reviews. Cognitive science
|May 13, 2024
概括
感知学习增强了信息提取,但可以引入偏见. 这些偏见与个人兴趣和培训环境有关,如果条件发生变化,可能成为不利因素.
科学领域:
- 认知心理学 认知心理学
- 神经科学是一个神经科学.
- 思想的哲学 思想的哲学
背景情况:
- 感知学习通常被视为有益的,提高一个人从周围环境中获取信息的能力.
- 然而,某些形式的感知学习表现出一些看似没有明显优势的偏见.
- 了解这些偏见对于感知学习的全面理论至关重要.
研究的目的:
- 提出一个系统的框架来分析感知学习中的偏见.
- 检查各种感知偏差的实例如何适合在这个拟议的框架内.
- 调和有益的感知学习的概念与存在的非有利的偏见.
主要方法:
- 概念分析和理论框架开发.
- 对现有关于感知偏差的研究进行案例分析.
- 整合了心理学,哲学和语言学的发现.
主要成果:
- 提出了一个框架,将不同类型的感知学习偏见分类为类别.
- 已经有证据表明,一些知觉偏差的案例符合这一框架.
- 偏见被解释为与有益的学习相兼容,取决于特定的兴趣和环境.
结论:
- 感知学习的好处是特定于领域的,并与个人兴趣有关.
- 当环境或基于兴趣的条件发生变化时,感知学习中的偏见可能会出现.
- 这些偏见虽然可能是不利的,但往往是短暂的,并且取决于背景.
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